April 13, 2009
Laura L. Runge
Office: CPR 360 D
Time: Monday 3:05-5:50p
Room: CPR 343
Office Hours: T 10-12; W 3-5, and by appointment.
Please schedule appointments
through Lee Davidson (firstname.lastname@example.org) even for office hours. Thank you.
This course has been designed to meet the following objectives:
For students to be able to identify and discuss major female authors and their texts circa 1660-1800
For students to construct a literary, critical and historical context for women writers and their works
- For students to raise questions about the literature and
scholarship in this class and develop habits of critical inquiry and
- For students to become “expert readers” of eighteenth-century
British literature and cultural texts
- For students to become familiar with the scholarship of the
literature and to practice the conventions of scholarly reading and
- For students to develop an original critical argument on the
scholarship and interpretation of the literature in a fifteen to twenty page
Writing Women’s Literary History, Margaret J. Ezell, Johns Hopkins UP, 1996
Eighteenth-Century Women Poets: An Oxford Anthology, ed. Roger Lonsdale (Oxford UP, 1990)
Behn, Aphra, Oroonoko and Other Writings, ed. Paul Salzman (Oxford UP, 1998)
Eliza Haywood, The History of Miss Betsy Thoughtless, ed. Christine Blouch, Broadview Press, 1998
Lennox, Charlotte, The Female Quixote, ed. Margaret Dalziel, Oxford UP, 1998
Burney, Frances, Evelina, ed. Edward Bloom, Viven Jones, 2nd ed, Oxford UP, 2002, reissued 2008.
Smith, Charlotte. Desmond, ed. Antje Blank and Janet Todd, Broadview, 2001
Barbauld, Anna Letitia, Selected Poetry and Prose, eds. William McCarthy and Elizabeth Kraft, Broadview 2002
I've put these on reserve; Backscheider may be missing.
Women and Literature in Britain, 1700-1800, ed. Vivien Jones, Cambridge UP, 2000
Staves, Susan, A Literary History of Women's Writing in Britain, 1660-1789, Cambridge, 2006
Backscheider, Paula, Eighteenth-century Women Poets and Their Poetry: Inventing Agency,
Inventing Genre, Johns Hopkins UP, 2005.
For an general introduction to computing facilities and classes at USF, see
USF Academic Computing Home Page.
This class will be interacting with the Blackboard website for ENL6236.001S09, to be
located on your MY USF website. To register and log in, visit https://my.usf.edu
You will find the discussion board for your weekly informal postings on this Blackboard site,
and I will also post course documents, messages and further information about the class
on this site.
We will maintain a discussion board and a WIKI site through Blackboard. Grades will be
posted on the Blackboard site.
My website: information on class, assignments and links to other important
sites on literature, etc.
Other important websites will be listed in the schedule of reading and following the assignments.
Eighteenth-Century Research References An extensive list of
eighteenth-century scholarship and resources available at our library.
Please note, individual class notes will be
linked to the website at the date. These links
will be updated weekly. All assignments must be read in full before the date of discussion.
||Ezell, Writing Women’s Literary History
Jones, chapter 8, “(Re)Discovering Women’s Texts” by Isobel Grundy
Judith Phillips Stanton, “Statistical Profile of Women Writing in English from 1660-1800.”
In Eighteenth-Century Women and the Arts, edited by Susan E. Lorsch. New York: Greenwood Press, 1988 (Course Docs)
Staves, "Introduction," pp. 1-26.
Post #1 Due
||MLK Day, NO CLASS, continue reading
Post #2 Due
||Aphra Behn, Oroonoko and Other Writings
Recommended: Jones, chapter 3, “Women and Race: ‘a difference of complexion’” by Felicity Nussbaum
and Staves, Chapter 1, pp. 27-90.
Post #3 Due
||Lonsdale: Introduction and poems by Ann Finch, Mary Barber, Elizabeth Singer Rowe
Recommended: Jones, chapter 10, “Women Poets of the Eighteenth Century” by Margaret Ann Doody
Backscheider, "Plan of the Book," "Introduction," and Ch. 2 "Ann Finch and What Women Wrote" through page 79
Post #4 Due
||Eliza Haywood, The History of Betsy Thoughtless Introduction and Vols. I-II
Post #5 Due
||Eliza Haywood, The History of Betsy Thoughtless Vols III-IV
Recommended: Appendices to the volume and Jones, chapter 4 “Women’s Status as legal and civic subjects: ‘A Worse Condition than Slavery itself’?” by Gillian Skinner
Staves, Chapter 4 pp 166-227.
Post #6 Due
||Lonsdale: poems of Mary Leapor, Lady Mary Wortley Montague, Jane Brereton and Anna Seward;
selected letters of Wortley Montague (website)
Recommended: Staves, chapter 5 pp. 228-285 and
Backscheider, Chaps. 5 and 7
Post #7 Due
||Charlotte Lennox, The Female Quixote
Recommended: Jones, chapter 1, “Writings on education and conduct: arguments for female improvement” by Katherine Sutherland
Staves, chapter 5 again
Post #8 Due
||Anna Letitia Barbauld, Selected Poetry and Prose
Recommended: Jones, chapter 2, “Eighteenth-century Femininity: ‘A Supposed Sexual Character,” by Harriet Guest
Staves, chapter 6
Backscheider, in passim
Post #9 Due
||BEGIN OFFICE MEETINGS TO DISCUSS FINAL PAPER – EVERYONE IS REQUIRED TO MEET AT LEAST ONCE WITH ME.
||Frances Burney, Evelina, Introduction and Vols. I-II
Post #10 Due
||Frances Burney, Evelina, Vol. III
Recommended: Appendices to volume and Jones, Chapter 5, “Women in Families: the Great Disinheritance,” by Ruth Perry
Post #11 Due
||Lonsdale: poems of, Charlotte Smith, Helen Maria Williams and Mary Robinson
Backscheider, Chapter 8
Post #12 Due
||Charlotte Smith, Desmond, Introduction and Vols. I-II
Post #13 Due
||Charlotte Smith, Desmond, Vols. III-IV
Recommended: Appendices to Volume and Jones, chapter 7 “Women and the Rise of the Novel: Sexual Prescripts” by Ros Ballaster
Post #14 Due
Participation -- 5%
Weekly posts (min. 250 words) -- 20%
Scholarship Presentation (approx. 3 pages or about 900 words posted to WIKI) -- 20%
Response on WIKI (min. 100 words / week) -- 10%
Critical Research Essay (15-20 pages) -- 45%
This syllabus is subject to change.
** Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting.
Description of Graded Assignments
For information on how these assigments will be graded, please
see Grading Scales.
Participation:Students are expected to be present and
active for each class. Full participation includes preparation of all
readings; completion of writing assigments outside and inside class;
active listening and questioning; respect for and interaction with
other members of the class. Periodic self-evaluations for
participation may be required throughout the term and used in
conjuction with attendance records for grading this assignment.
For general description and specific requirements of this assignment,
see my webpage on weekly posts.
For each class, I will post a series of discussion questions and
related information about the day’s reading. From this list, you
can choose a question to focus your writing. Also, try to
incorporate the ideas and observations made in other posts by your
classmates. It is your responsibility to read the posts
before answering a question. Choose a question that has not been fully addressed previously. If the question
you want has been answered well, move onto another question until all the questions have been answered. These posts are due by
midnight the night before class so that everyone will be able to read them.
Scholarship PresentationBeginning January 26, one student each week will choose and introduce
a scholarly article on the reading for that week. The student should identify the article and provide the citation for the class on the
assignment wiki on Blackboard AT LEAST ONE WEEK BEFORE IT IS DUE. All members of the class will be responsible
for reading the essay and discussing it in class. The student presenter will write a 3-5 page critical summation and evaluation of the
article to be turned in for a grade. This should also be posted to the class WIKI. The presentation/summation should include the following information: full citation, statement
of the article's thesis or main argument, outline of main points, discussion of evidence and support, description of critical
methods used, summary of the argument, use value of the article, assessment of the validity of the arguments, and at least four critical discussion
questions or directions for further research. Articles must be published between 1990 and 2009 unless the article has achieved classic
status; please check with me ahead of time. Students may elect to use the recommended reading (chapters from Jones, Staves or Backsceider) as their article or
consult some of the bibliographies below. These reports are due to the WIKI by Friday before class by noon. Please submit a formatted copy to the instructor by email.
Response to scholarship presentation Each week students are required to read the scholarship summation before class and add
a substantive comment (minimum 100 words) in the comment section of the WIKI page.
These informal posts should be critical reflections on the reports, designed for public posting and
discussion. The subject should ALWAYS be the report itself, not the writer. The audience is our class. The tone
should be professional: critical but reasonable and with minimal unselfconscious emotional reaction.
Each response should be a minimum of 100 words and engage in the critical conversation around the report.
Some ideas you might want to consider in forming your responses follow:
- Did the author clearly identify the article's main point?
- Does the summation ignore any significant points that you would like to address?
- Does he or she offer an assessment based on the information presented?
- What are the implications of the information presented?
- What intellectual values (or other) are at stake in the position taken?
- How does this information relate to the texts we have read for class?
- What did you learn from this article evaluation?
- What questions does this summation inspire?
Responses are due by noon on Monday. They will be evaluated on the basis of competence in writing and reasoning,
on the lucidity of points and questions
raised, on promptitude and effort to engage in critical conversation.
Critical Research EssayThe culmination of the course will
be an independently written scholarly essay of fifteen to twenty pages. Your
weekly posts and your presentation of a scholarly article
should prepare you with numerous ideas relevant to current scholarship
on eighteenth-century women writers. Aim to develop an idea that is complex enough to sustain a critical
argument of at least fifteen pages. Beginning the week after spring break, students should schedule an appointment
to meet with me to discuss the topic, thesis, research and organization of your paper. Your model for this paper is a short,
published scholarly article. In other words, you should situate your
view within current scholarship and construct a careful argument based
in textual analysis, criticism and current ideas. This will be due the
last week of class.
You can conduct further research by checking the library references I
have provided in my list of “Eighteenth-century
Reference and Research” This includes both online sources and
indexes and materials housed in the reference section of the library.
Call numbers are provided.
- Jim May's Bibliographies -- C18-L
This selective checklist, partially annotated, enumerates printed sources for studying the period 1660-1820 published since 1988.
It combines the lists of bibliographic tools compiled by Jim May for the September 1998, January 1999, and May 1999 issues of
the East-Central Intelligencer, the newsletter-journal I edit for the East-Central American Society for Eighteenth-Century Studies.
- 18C Bibliographies on-line Maintained by Jack Lynch, one of the many excellent on-line resources on general studies in eighteenth-century scholarship.
- Eighteenth-century Women and Poetry Bibliography for an undergraduate course on 18thC Women and poetry by Professor Percy at University of Toronto.
- Restoration and Eighteenth-Century Feminist Bibliography: Some Selections
- Women and Eighteenth-Century English Literature, Part One A Checklist of General Resources, with Some Entries Relating to Earlier Centuries, to the Colonies, and to Other Nationalities
By Martin Maner, Wright State University
- Women and Eighteenth-Century English Literature, Part Two
A highly recommended bibliography, partially annotated, of secondary sources.
This list of books and articles is provided as a resource for scholars studying women in eighteenth-century England.
You may download it in Microsoft Word or Rich Text format in order to carry out full-text searches using your word processor's "find" function. Please cite this page if you make scholarly use of it.
General Sites on Women's Literature
- The Celebration of Women Writers -- an extensive alphabetized catalogue of women writers and their texts with many useful links.
- Voices from the Gaps: Women Writers of Color An extensive site devoted to biographies, criticism, essays and links to numerous women writers of color, African-American, Asian-American, Chicana
, Native American. It is a work in progress with a collaborative spirit.
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